What's New: Science Worksheets and Study Guides

All About Animals Kindergarten Science
Our Earth Kindergarten Science
Me and My Family Kindergarten Science
All About Animals Kindergarten Science
Weather Kindergarten Science
Our Earth Kindergarten Science
All About Me Kindergarten Science

Montana Standards for Seventh Grade Science

CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
The Digestive and nutritionWorksheets :3Study Guides :1Vocabulary :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabulary :5Chemical bondingFreeWorksheets :3Study Guides :1Vocabulary :1Chemical reactionsWorksheets :4Study Guides :1Vocabulary :1Protection, Reproduction and CooperationWorksheets :3Vocabulary :2Moving and Controlling the BodyWorksheets :3Vocabulary :3Providing Fuel and TransportationWorksheets :4Vocabulary :3Food Chains and Food WebsWorksheets :3Vocabulary :2Six Kingdoms of LifeWorksheets :3Vocabulary :3Plate TectonicsWorksheets :3Vocabulary :3Cell TransportWorksheets :2Vocabulary :2Work, Power & Simple MachinesWorksheets :3Vocabulary :2EarthquakesWorksheets :3Vocabulary :3Pond MicrolifeWorksheets :3Vocabulary :3Chromosomes, Genes and DNAWorksheets :3Vocabulary :3MitosisWorksheets :2Vocabulary :2The Study of HeredityWorksheets :2Vocabulary :2Our Solar SystemWorksheets :3Vocabulary :2Earth`s SurfaceWorksheets :3Vocabulary :3Properties and States of MatterWorksheets :4Vocabulary :3Earth`s ClimateWorksheets :3Vocabulary :3Photosynthesis and RespirationWorksheets :3Vocabulary :2RocksWorksheets :3Vocabulary :2VolcanoesWorksheets :3Vocabulary :3MeiosisWorksheets :3Vocabulary :3Forces and MotionWorksheets :3Vocabulary :2Energy: Forms and ChangesWorksheets :3Vocabulary :3SoundWorksheets :3Vocabulary :4Light and OpticsWorksheets :4Vocabulary :3Elements and the periodic tableWorksheets :3Vocabulary :2Chemical ReactionsWorksheets :3Vocabulary :3Atoms and Chemical BondingWorksheets :3Vocabulary :2

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CC.WHST.6-8. Writing Standards for Literacy in Science, and Technical Subjects

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Text Types and Purposes

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

MT.S1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

S1.1. Identify a question, determine relevant variable and a control, formulate a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare and analyze data

S1.1.gr6-8.C. Explain the difference between variable and control
S1.1.gr6-8.D. Determine the variables and control for an investigation
S1.1.gr6-8.F. Write a testable hypothesis for an investigation
S1.1.gr6-8.G. Formulate a plan to test the hypothesis that includes materials, procedures, control, variables, safety precautions, data collection and analysis methods

S1.2. Select and use appropriate tools including technology to make measurements (in metric units), gather, process and analyze data from scientific investigations

S1.2.gr6-8.A. Identify metric base units
S1.2.gr6-8.B. Construct properly labeled data tables
S1.2.gr6-8.C. Select and use appropriate measurement tool(s) and metric units to gather data
S1.2.gr6-8.E. Analyze data using median, mean, mode, range and graphical comparisons

S1.3. Review, communicate and defend results of investigations, including considering alternative explanations.

S1.3.gr6-8.A. Identify data examples that support or refute the hypothesis
S1.3.gr6-8.B. Judge whether or not the data supports the hypothesis
S1.3.gr6-8.C. Communicate results by sharing and comparing data with others
S1.3.gr6-8.D. Compare the differences between student collected data
S1.3.gr6-8.F. Defend conclusions by providing examples from the data

S1.4. Create models to illustrate scientific concepts and use the model to predict change. (e.g., computer simulation, stream table, graphic representation)

S1.4.gr6-8.B. Create representative models to demonstrate knowledge of scientific concepts (i.e., biomes, cells, life systems, density, water cycle)
S1.4.gr6-8.C. Create working models to illustrate scientific concepts
S1.4.gr6-8.E. Identify the advantages and limitations of various models

S1.5. Identify strengths and weakness in an investigation design.

S1.5.gr6-8.A. Identify the essential components of investigation design (i.e. sample size and selection, repetition, controls)
S1.5.gr6-8.B. Explain the purpose of each essential component and why you must plan an investigation
S1.5.gr6-8.C. Identify the strengths and weaknesses in a variety of investigations

MT.S2. Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.

S2.1. Classify, describe, and manipulate the physical models of matter in terms of: elements, and compounds, pure substances and mixtures, atoms, and molecules

S2.1.gr6-8.A. Classify matter as atoms, molecules, elements, compounds, pure substances, or mixtures.
S2.1.gr6-8.B. Identify common element and compounds by their symbol and chemical formula
S2.1.gr6-8.C. Create and manipulate simple models of common elements and compounds.
S2.1.gr6-8.D. Identify the relationship between atoms, molecules, elements, compounds, pure substances and mixtures.

S2.2. Examine, describe, compare and classify objects and substances based on common physical properties and simple chemical properties

S2.2.gr6-8.A. Distinguish between chemical and physical properties of matter
S2.2.gr6-8.B. Compare objects and substances based on their physical properties and simple chemical properties
S2.2.gr6-8.C. Classify objects and substances based on common physical properties and simple chemical properties

S2.3. Describe energy and compare and contrast the energy transformations and the characteristics of light, heat, motion, magnetism, electricity, sound and mechanical waves

S2.3.gr6-8.A. Describe energy
S2.3.gr6-8.B. Identify examples of various forms of energy
S2.3.gr6-8.C. Compare and contrast various forms of energy
S2.3.gr6-8.D. Explain the Law of Conservation of energy using various forms of energy transformation.
S2.3.gr6-8.E. Describe various types of light (visible and invisible)
S2.3.gr6-8.F. Describe the behavior of light (e.g. refraction, reflection, diffraction)
S2.3.gr6-8.G. Identify characteristics of the electromagnetic spectrum
S2.3.gr6-8.H. Explain the behavior of light (particle vs. wave, reflection, diffraction, speed)
S2.3.gr6-8.I. Compare and contrast the three types of heat transfer
S2.3.gr6-8.J. Explain the relationship between energy and motion
S2.3.gr6-8.K. Describe properties of magnetic materials
S2.3.gr6-8.O. Identify the parts of waves
S2.3.gr6-8.P. Describe the basic properties of sound
S2.3.gr6-8.Q. Compare and contrast longitudinal and transverse waves
S2.3.gr6-8.R. Discuss the variables that affect the speed of sound (e.g., temperature, density)

S2.4. Model and explain the states of matter are dependent upon the quantity of energy present in the system and describe what will change and what will remain unchanged at the particulate level when matter experiences an external force or energy change

S2.4.gr6-8.A. Explain the three states of matter and how they relate to temperature change
S2.4.gr6-8.B. Explain the relationship between changes in thermal energy and states of matter (e.g., increase/decrease of thermal energy = change in state)
S2.4.gr6-8.C. Recognize that temperature measures the average kinetic energy of particles in a substance.
S2.4.gr6-8.D. Describe what will change and what will remain unchanged at the particulate level when matter experiences an external force or energy change evaporation, condensation

S2.5. Describe and explain the motion of an object in terms of its position, direction, and speed as well as the forces acting upon it

S2.5.gr6-8.A. Describe the basic characteristics of motion (position, direction, speed, reference point
S2.5.gr6-8.B. Identify variables that affect the motion of an object
S2.5.gr6-8.C. Define force
S2.5.gr6-8.E. Explain Newton's laws of motion
S2.5.gr6-8.F. Explain, the relationship between speed, velocity, acceleration, force, mass, and momentum

S2.6. Identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex compound machines) and describe the forces acting within those systems

S2.6.gr6-8.A. Compare and contrast simple, complex compound machines
S2.6.gr6-8.B. Recognize that a machine makes work easier by changing the amount or direction of the force
S2.6.gr6-8.C. Identify that simple and compound machines transfer energy by doing work
S2.6.gr6-8.D. Measure and calculate efficiency, ideal and actual mechanical advantage for simple machines using the appropriate formulas (e.g., work w=f x d)
S2.6.gr6-8.E. Create simple and complex compound machines to examine and measure the related forces

S2.7. Give examples and describe how energy is transferred and conserved (e.g. electric to light and heat , chemical to mechanical [fuel to propulsion])

S2.7.gr6-8.A. Discuss that energy can be transferred (one object to another) or transformed (one form to another)
S2.7.gr6-8.B. Discuss multi-step energy transformations/transfers
S2.7.gr6-8.C. The relationship between energy transfer/transformations and conservation of energy.

MT.S3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

S3.1. Compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans

S3.1.gr6-8.A. Identify and observe single-celled and multicellular organisms
S3.1.gr6-8.B. Define nucleus, prokaryotic and eukaryotic cells
S3.1.gr6-8.C. Classify cells as prokaryotic and eukaryotic
S3.1.gr6-8.D. Identify and describe the functions of cell organelles in meeting the needs of cells
S3.1.gr6-8.E. Define cell, tissue, organ, system, and organism
S3.1.gr6-8.F. Illustrate the hierarchal relationships of cells, tissues, organs, organ systems, and organisms

S3.2. Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (e.g., food webs, photosynthesis, respiration)

S3.2.gr6-8.A. Describe the process by which organisms (plants and animals) use the energy from sugars to carry out life functions.
S3.2.gr6-8.B. Explain the process by which organisms obtain energy from the sun.
S3.2.gr6-8.C. Diagram the flow of energy through photosynthesis and its decomposition through respiration
S3.2.gr6-8.D. Analyze energy movement in biomes (food webs and pyramids)
S3.2.gr6-8.E. Classify organisms in food webs based upon characteristics (e.g., physical and behavior)

S3.3. Communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (e.g., Punnet squares)

S3.3.gr6-8.A. Explain the function of a chromosome
S3.3.gr6-8.B. Identify organisms that have different numbers of chromosomes
S3.3.gr6-8.C. Identify the number of chromosomes in human body cells and human sex cells
S3.3.gr6-8.D. Identify the purposes of cell division
S3.3.gr6-8.E. Describe the key events in each phase of mitosis
S3.3.gr6-8.F. Identify the differences in mitosis and meiosis
S3.3.gr6-8.G. Differentiate between sexual reproduction and asexual reproduction
S3.3.gr6-8.H. Define and identify gene, inheritance, phenotype, and genotype
S3.3.gr6-8.I. Define and identify dominant and recessive traits
S3.3.gr6-8.J. Identify examples of inherited characteristics
S3.3.gr6-8.K. Explain why inherited characteristics of living things depend on genes
S3.3.gr6-8.L. Define Punnett square and genetic cross
S3.3.gr6-8.M. Predict genetic crosses using Punnett squares
S3.3.gr6-8.N. Interpret simple genetic crosses using Punnett squares

S3.4. Investigate and explain the interdependent nature of populations and communities in the environment and describe how species in these populations adapt by evolving

S3.4.gr6-8.A. Distinguish between a population and a community
S3.4.gr6-8.C. Identify the different types of symbiosis and their positive and negative effects
S3.4.gr6-8.E. Explain and provide examples of adaptations
S3.4.gr6-8.F. Define natural selection
S3.4.gr6-8.G. Explain the relationship between adaptations and natural selection
S3.4.gr6-8.H. Identify natural selection as a mechanism for evolution
S3.4.gr6-8.I. Identify lines of evidence that support evolution.
S3.4.gr6-8.J. Explain how the fossil record provides evidence of life forms' appearance, diversification, and extinction

S3.5. Create and use a basic classification scheme to identify plants and animals

S3.5.gr6-8.A. Explain the relationship between kingdom, phylum, class, order, family, genus, and species
S3.5.gr6-8.B. Identify and describe similarities and differences among organisms of different, but closely related taxa (i.e., pine trees, big cats, rodents ungulates)
S3.5.gr6-8.C. Create and use a basic classification scheme to identify plants and animals.

MT.S4. Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.

S4.1. Model and explain the internal structure of the earth and describe the formation and composition of earth's external features in terms of the rock cycle and plate tectonics and constructive and destructive forces

S4.1.gr6-8.A. Identify internal structures of the earth and their characteristics
S4.1.gr6-8.B. Model or diagram the internal structure of the earth
S4.1.gr6-8.C. Diagram convection currents inside of the earth
S4.1.gr6-8.D. Explain the movement of plates over time.
S4.1.gr6-8.E. Explain or model the differences between Oceanic and Continental plates.
S4.1.gr6-8.F. Model and explain constructive forces on the earth (i.e., plate tectonics).
S4.1.gr6-8.G. Compare and contrast types of rocks formed from different earth processes
S4.1.gr6-8.H. Model and explain the appearance of the earth caused by destructive forces (i.e., weathering and erosion)

S4.2. Differentiate between rock types and mineral types and classify both by how they are formed and the utilization by humans

S4.2.gr6-8.A. Make use of common rock and mineral identification tests to identify rocks and minerals, including common Montana rocks and minerals
S4.2.gr6-8.B. List how rocks and minerals are used in daily life.
S4.2.gr6-8.D. Diagram the interaction between igneous, sedimentary and metamorphic rocks through the rock cycle

S4.3. Use fossils to describe the geologic timeline

S4.3.gr6-8.A. Identify major geologic divisions of time
S4.3.gr6-8.B. Categorize the predominant organisms that appear within each major division of geologic time

S4.4. Describe the water cycle, the composition and structure of the atmosphere and the impact of oceans on large-scale weather patterns

S4.4.gr6-8.A. Identify, diagram and label the composition and structure of the atmosphere.
S4.4.gr6-8.B. Identify, diagram and label the components of the water cycle
S4.4.gr6-8.C. Describe convection currents
S4.4.gr6-8.D. Explain how ocean currents are caused by convection currents
S4.4.gr6-8.E. Explain the impact of ocean currents on large-scale weather patterns.

S4.5. Describe and model the motion and tilt of earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes

S4.5.gr6-8.A. Explain, using a model, how the Earth rotates and revolves around the sun.
S4.5.gr6-8.B. Identify Earth's climate zones and their key characteristics
S4.5.gr6-8.C. Explain how Earth's tilt and revolution affects climate zones
S4.5.gr6-8.D. Explain how Montana's location on earth influences Montana's climate
S4.5.gr6-8.E. Predict how a change in planetary movement would change Earth's days, seasons, years and climate.

S4.6. Describe the earth, moon, planets and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun

S4.6.gr6-8.A. Describe the earth, moon, planets and other objects in space in terms of relative size and structure.
S4.6.gr6-8.C. Discuss how length of orbit and period of rotation affects length of years and days
S4.6.gr6-8.D. Compare and contrast the length of days and years on different planets.

S4.7. Identify scientific theories about the origin and evolution of the earth and solar system

S4.7.gr6-8.B. Recognize that the sun and planets formed from the accretion of dust and gases
S4.7.gr6-8.C. Identify how planets, such as the Earth, changed after their formation

MT.S5. Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

S5.1. Describe the specific fields of science and technology as they relate to occupations within those fields

S5.1.gr6-8.A. Research a variety of science and technological fields.
S5.1.gr6-8.C. Identify and describe uses of technology unique to specific occupations within each field of science

S5.4. Use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts

S5.4.gr6-8.A. Identify and research a local issue with an environmental impact

MT.S6. Students understand historical developments in science and technology.

S6.1. Give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding, including Montana American Indian examples

S6.1.gr6-8.B. Identify and explain scientific discoveries influenced by these technologies

S6.2. Identify major milestones in science that have impacted science, technology, and society

S6.2.gr6-8.B. Identity and describe the importance of various life scientists and their discoveries such as Hooke & Van Leeuwenhoek (development of microscope), Pasteur (pasteurization and vaccines), Mendel (heredity), Darwin (evolution), Curie (radiation), Linnaeus (binomial nomenclature), Virchow, Schwann & Schleiden (cell theory), Crick & Watson (DNA)
S6.2.gr6-8.C. Identify and describe the importance of various earth scientists and their discoveries such as Steno (recognized the importance of rock layers), Hutton (Naturalness of change theory), Boltwood (dating and timescale), Horner (fossils and Museum of the Rockies), Hubble (astronomy), Cousteau (oceanography)

S6.3. Describe and explain science as a human endeavor and an ongoing process

S6.3.gr6-8.A. Describe examples of scientific knowledge changing human understanding of the natural world
S6.3.gr6-8.B. Describe and explain the features of science that make it a human endeavor and an ongoing process.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNational STEM StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNext Generation Science StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards